ERIC Number: ED345420
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
The Effectiveness of Preschool and School-Age Intervention for Children At-Risk for Learning Difficulties. Final Report.
Ramey, Craig T.
This study examined the efficacy of two educational practices designed to prevent learning difficulties in children from high risk families (N=64) during the first 8 years of life. The preventive treatments included: (1) educational daycare plus family education from birth to age 5 followed by a home/school resource program from kindergarten through second grade; or (2) identical family education but no educational daycare followed by the identical home/school program through second grade. Among findings are the following: the most intensely treated group consistently scored higher than the other two groups; over time the IQ and reading scores of all three groups decreased somewhat; there was a significant linear effect of time but no treatment and time interaction effects; an expected rise in academic achievement by the treatment groups from kindergarten to grade 2 was not realized; but significantly fewer of the children in the educational daycare group were retained in grade. (6 references) (DB)
Descriptors: Academic Achievement, At Risk Persons, Early Childhood Education, Early Intervention, Educational Methods, Grade Repetition, Home Programs, Intelligence Quotient, Learning Problems, Longitudinal Studies, Preschool Education, Prevention, Primary Education, Program Effectiveness, Reading Achievement
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.